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Creation of Formative Assessments

In Week 1, you selected a standard for your unit plan along with three measurable learning objectives. This is the first step in creating any type of lesson or
unit plan as we must know what knowledge we want our learners to acquire. Since we are following the backward design model for developing lesson plans,
the next thing is to create our assessments; the evidence that will let us know our learners are acquiring the knowledge.
Prepare
Prior to beginning work on this assignment,
• Read Chapter 5: Placement, Diagnostic, and Formative Assessment
• Review your instructor’s feedback from Week 1 to make any necessary changes to your learning objectives.
• Review the following links on different ways you can formatively assess student learning:
o 56 Different Ways to Gather Evidence of Student Achievement (Links to an external site.)
o Examples of Formative Assessment Exercises (Links to an external site.)
o Fantastic, Fast Formative Assessment Tools (Links to an external site.)
Reflect
Consider how you might formatively assess learners before, during, and after a lesson.
Content Instructions (Due Monday, Day 7)
Complete the following:
• Fill out the Week 2 Creation of Formative Assessment Assignment Template Download Week 2 Creation of Formative Assessment Assignment Template.
• Include your standard and three measurable learning objectives in this document.
• Create three different ways you might formatively assess your learners during your instructional plan. Provide a descriiption of each of the assessments
and how each one helps you in measuring the progress of your learners mastering the learning objectives. This explanation will show alignment between
your standards and objectives and your formative assessments. Use evidence from your readings to support your ideas.
• Integrate the use of technology with at least one of your formative assessments.
Writing and Formatting Expectations
Your Creation of Formative Assessment assignment
• Must be two to three double-spaced pages in length (does not include the title or reference page).
• Must include a separate title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted

Sample Solution

uational characteristics, the environment in which the leader must perform, the second are leader characteristics, the experience, personal qualities and skills of the leader, and the third are member characteristics, the motivation, skill and experience levels of group members (Chelladurai and Madella, 2006). The situational characteristics and member characteristics have a required behaviour to ensure maximum group performance, they also have a preferred behaviour to ensure the satisfaction of group members, if the leaders actual behaviour matches both the required behaviour and preferred behaviour of the situation the consequence is maximum group performance and satisfaction. However, if the group are not performing and achieving goals or are not satisfied or both, then the leader is able to amend their actual behaviour to improve this. Leaders able to monitor performance and satisfaction, and understand what is required to amend the situation will achieve optimum group performance in Chelladurai’s model. The one limitation of Chealldurai’s model is that it assumes the leader is in a position of complete positional power over the group, and can implement any leadership style of their choosing without constraints. Positional power is the authority and influence a leader has over a group, if the leader has positional power, they will be able to implement the leadership style they best see fit for the situation. Positional power cannot be measured or quantified, making it highly ambiguous and hard for a leader to understand whether they have it or how then can gain it. It becomes the responsibility of the organisation to have policies in place to provide leaders with some positional power, usually by establishing a clear hierarchal structure. By establishing a hierarchy, the leader is perceived by the group to be able to make demands and expect compliance from them giving the leader legitimate power (French and Raven, 1959). Secondly, by providing the leader with the ability to reward compliance and punish non compliance from the group, the leader has reward and coercive power (French and Raven, 1959). To obtain complete power over the group the leader must gain the trust and belief of the group that they are capable of success, by ensuring the group are both satisfied and meeting performance goals. The importance of establishing a hierarchy became evident during the planning stage of the outdoor management course for the red team, the coordinators within the team assumed leadership roles but were una
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